A Profile of First Time Full-Time Freshmen
Entering Cal State San Marcos in Fall 2010:
Key Findings from the Freshman Survey
Prepared by:
Institutional Planning & Analysis
February 2011
A Profile of First Time Full-Time Freshmen Entering Cal State San Marcos in Fall 2010:
Key Findings from the Freshman Survey
During the Summer 2010 orientation sessions for new students at California State University San Marcos, time was set aside for entering freshmen to complete the comprehensive Freshman Survey distributed annually by the Higher Education Research Institute at UCLA; 1,220 prospective students completed the survey.[1]
Following an overview of the survey responses of newly admitted San Marcos students (Tables 1-6), this report summarizes key differences between the CSUSM responses and those of two comparison groups: 10,546 students from similar 4-year colleges [2] and 34,972 students at other public four-year colleges (Tables 7).[3] In addition, it presents the distinguishing characteristics and attitudes of first-generation college students at Cal State San Marcos (Tables 8 - 13), the respondents who plan to live in our on-campus student housing (Tables 14 - 15) and differences by gender (Tables 16 – 21). All tables can be found in Appendix B. When relevant, the report highlights key changes in our entering freshman classes over time by comparing the 2010 responses with similar data gathered during the 1999-2009 period (see Appendix C).
Overview
Among CSUSM respondents, nearly all are recent high school graduates, 64% are women, 61% are non-white and 41% attended a high school that was ethnically diverse. More than three-quarters of respondents say they frequently socialized with someone from another racial/ethnic group and two-thirds expect to do the same in college.
Nearly a quarter of our students are first-generation college students (both parents had no college or university experience) and nearly half come from a home where neither parent earned a college degree. This incoming class is also economically diverse with one-quarter saying their parents made less than $40,000 last year and 46% saying their parents made more than $75,000. Three-quarters say they are relying on their family resourcesto pay for college and 66% are using their own resources—a higher percentage than respondents elsewhere. Nearly three of four respondents have at least some concern about financing their education, a percentage that has stayed about the same over the years. More than one-third of respondents report receiving grants to finance their college compared to just 24% last year. Just over 40% of CSUSM respondents report working at least five hours per week while in high school (a lower percentage than respondents elsewhere) but 58% plan to work while attending college to help cover college expenses and 15% say they plan to work full time.[4]
Although a majority of respondents rated themselves as above average or better in most intellectual and personality traits, just one-third of San Marcos respondents considered their mathematical, artistic or public speaking skills to be above average.[5] Two-thirds of San Marcos respondents said they came late to class in high school and 44% said they skipped school at least occasionally—higher percentages than respondents at similar campuses.
Four of five respondents say that the ability to get a better job, to make more money and to learn about things of interest were all very important reasons for attending college. “The cost of attending this college” was the top reason for attending CSUSM in particular. Two-fifths chose CSUSM because it is close to home and more than half plan to live with parents or relatives while attending college.[6]Nearly half of respondents said CSUSM was their first choice although 88% applied to more than one college. Four factors affecting respondents’ decision to attend CSUSM have gradually increased in importance over the years as shown in the chart below:
The survey asked respondents about the importance of various personal objectives and a majority of respondents identified five activities as “essential” or “very important”:
- Being very well off financially (86%),
- Raising a family (78%),
- Helping others who are in difficulty (68%),
- Becoming an authority on my field (54%),
- Obtaining recognition for my contributions to my field (51%)
Finally, freshmen were asked about their level of agreement with various issues and value statements. A majority of San Marcos respondents agreed with the following:
- Colleges should prohibit racist/sexist speech on campus(67%)
- Same-sex couples should have the right to legal marital status (64%).
- There is too much concern in the courts for the rights of criminals (57%)
- Only volunteers should serve in the armed forces (57%) [7]
Distinguishing Characteristics
Demographics
As shown in Table 7, the first time San Marcos freshmen are distinctive in several respects when compared to the students at similar institutions. They tend to be younger, are somewhat more likely to be female and more likely than respondents in the larger comparison group (students at all public four-year colleges) to be Latino/a, Asian, or Pacific Islander but much less likely to be African American. They are also more likely to have attended an ethnically diverse high school and to say they frequently socialized with someone of another racial/ethnic group during the past year.
College Choice and Affordability
Much like respondents from comparison colleges, most San Marcos respondents say the campus was their first or second choice; however, they are less likely to have been accepted by their first choice. San Marcos freshmen were more likely than other respondents to choose CSUSM because it is close to their homes. They were less likely than others to choose CSUSM because of the cost, the university’s reputation for academics or social activities, an offer of financial assistance or the perceived success of the graduates.
CSUSM respondents are more likely than respondents at similar colleges to have parents who make more than $75,000 per year, to rely on their own and their family’s resources to cover their first-year expenses, and much less likely to receive grants or loans.
Self Perceptions
When considering a variety of wide-ranging self-perceptions San Marcos freshmen are more likely than their public institution counterparts to rate themselves highly in their ability to work with diverse people or to see the world from another’s perspective.
Recent and Expected Activities
San Marcos respondents are less likely than respondents at other public four-year colleges to report working while in high school. They are also less likely to be “A” students and much more likely to say they came late to class, skipped school, or were bored in class. They are somewhat less likely to say they had revised their papers to improve their writing.
First Generation Students
One in four of the CSUSM respondents are first-generation college students in the narrow sense (i.e., coming from families in which neither parent has more than a high school degree) and 49% come from families where neither parent has earned a college degree. These true first-generation students are much more likely than other respondents to come from Latino families of modest means and where the native language is not English than respondents from families where at least one parent has a college degree. They are more likely to plan to live with familybut are much less likely to rely on family resources to cover at least $3,000 of their college expenses (28% vs. 68%) and more likely to have major concerns about financing their education (24% vs. 7%). First generation college students are slightly more likely to plan to get a job to help pay for college buthalf plan to work full time. In addition, first generation San Marcos respondents are more likely than other freshmen to cite financial reasons for choosing Cal State San Marcos and to receive grants or scholarships.
First-generation students report making somewhat lower average grades in high school and are more likely to feel they will need remedial work in English and writing. They are also less likely to have spent at least five hours per week in high school on leisure or paid work activities.
University Village Apartments Residents
Freshman respondents, who are planning to live in the University Village Apartments, though similar to commuter students in most respects, have a few distinct characteristics. They are less likely than commuting students to live within 50 miles of campus, be students of color or to be worried about financing their education. They are more likely to have a parent with a college degree, an annual household income of at least $75,000 and to rely on family resources and loans to finance their education.
They are more likely to have applied to four or more colleges and to have chosen to attend CSUSM based on the size of the campus, but less likely to have been influenced by their parents, the proximity of the campus to their home, a campus visit, or the cost of attendance. Their predications about their college experiences are similar as are their goals. Overall, there were no significant differences in their high school experiences or self-perceptions.
Tables
Table 1. Background and Demographic Characteristics of Fall 2009 CIRP Respondents (Percentages)
Table 1, Cont’d. – 2
Table 1, Cont’d. – 3
Table 1, Cont’d. – 4
Table 2. Adequacy of High School Preparation and Degree Plans of Fall 2009 First Time CSUSM Freshmen (Percentages)
Table 2, Cont’d. – 2
Table 3. Activities of Fall 2009 First Time Full-Time CSUSM Freshmen During the Past Year (Percentages)
Table 3 cont'd. – 2
Table 4. Factors Entering Into College Choice and College Financing Plans of Fall 2009 First Time CSUSM Freshmen (Percentages)
Table 4 cont'd. – 2
Table 4 cont'd. – 3
Table 5. Potential Activities of Fall 2009 First Time CSUSM Freshmen (Percentages)
Table 5 cont'd. – 2
Table 5 cont'd. – 3
Table 6. Opinions of Fall 2009 First Time CSUSM Freshmen (Percentages)
Table 7. Key Differences Between CSUSM Respondents and Those from Other Public Four-Year Colleges (Fall 2008 Freshman Survey)
Table 7 cont'd. – 2
Table 8. Background and Demographic Characteristics of Fall 2009 CIRP Survey Respondents by First-Generation Status (Percentages)
Table 8 cont'd. – 2
Table 9. College Financing Plans of Fall 2009 CIRP Survey Respondents by First-Generation Status (Percentages)
Table 10. Adequacy of High School Preparation of Fall 2009 CIRP Survey Respondents by First-Generation Status (Percentages)
Table 11. Self Perceptions of Fall 2009 First Time Full-Time CSUSM Freshman by First-Generation Status (Percentages)
Table 12. Background Characteristics of Fall 2009 First Time Full-Time CSUSM Freshmen by Housing Status (Percentages)
Table 12 cont'd. – 2
Table 13. Factors Entering Into College Choice, Financing Plans and Future Activities of Fall 2009 First Time Full-Time CSUSM Freshmen by Housing Status (Percentages)
Table A-1. Selected Characteristics of CIRP Respondents and All First Time Freshmen Entering CSUSM in Fall 2009 (Percentages)
Table B1. Background and Demographic Characteristics of First Time Full-Time CSUSM Freshmen by Year (Percentages)
Table B1 cont'd. – 2
Table B1 cont'd. – 3
Table B1 cont'd. – 4
Table B2. Adequacy of High School Preparation and Degree Plans of First Time Full-Time CSUSM Freshmen by Year (Percentages)
Table B2 cont'd. – 3
Table B3. Factors Entering Into College Choice and College Financing Plans of First Time Full-Time CSUSM Freshmen by Year (Percentages)
Table B3 cont'd. – 2
Table B4. Self Perceptions of First Time Full-Time CSUSM Freshmen by Year (Percentages)
Table B4 cont'd. – 2
Table B4 cont'd. – 3
Table B-5. Opinions of First Time Full-Time CSUSM Freshmen by Survey Year (Percentages)
[1] Actual enrollment figures for Fall 2010 indicate that 1,567 new students enrolled as first time freshmen (see Appendix A).
[2] Colleges similar to CSUSM are defined as those whose average SAT Composite Score (Verbal + Math) of entering class is less than 985 (as reported by the respondent).
[3] Such colleges are defined as institutions that offer an array of bachelor's degree programs and may offer post- baccalaureate programs, but few, if any, doctoral programs.
[4] The percentage of respondents who plan to work has been steadily increasing from a low of 49% in 2004 to the current high of 58%. A similar trend can be seen among those who plan to work full-time while attending college (9% in 2004 to 15% in 2009).
[5] The percentage of respondents who rate themselves above average in Math had declined over the years from 59% in 2003 to just 33% in 2009.
[6] More than two-thirds of respondents live within 50 miles of the campus.
[7] The percentage agreeing with this statement dropped from 63% in 2008.